Making Sense: Teaching and Learning Mathematics with Understanding

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9780435071325: Making Sense: Teaching and Learning Mathematics with Understanding

The key to effective math learning lies not in the regurgitation of isolated facts but in the ablility to reason with and use what is learned - in understanding the concepts. But what does it mean to design a classroom so that understanding is the primary objective? What would a system of instruction look like if we took seriously the goal of helping all students understand mathematics?

In this ground-breaking book, James Hiebert and his colleagues arm teachers with the best current research-based ideas for designing - and defending - classrooms that support students' mathematical understanding. It is based on the authors' work in four separate research programs, all of which investigated the effects of specific instructional approaches. Out of their ongoing discussions emerged a striking consensus about what features are essential and what features are optional, which they share in this book. They also provide glimpses into their individual projects and into the classrooms from which they have drawn many of their ideas.

By describing the essential features of classrooms that support students' mathematical understanding and by offering pictures of several classrooms that exhibit these features, Making Sense provides a valuable framework within which elementary teachers can reflect on their own practice and think again about what it means to teach for understanding.

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About the Author:

Thomas Carpenter is Professor of Curriculum and Instruction at the University of Wisconsin-Madison, where he has taught for twenty-five years. He is the former editor of the National Council of Teachers of Mathematics (NCTM) Journal for Research in Mathematics Education, and has received the NCTM Lifetime Achievement award for Distinguished Service to Mathematics Education among other awards.

Review:

“I recommend this easy-to-read book to educators of students of all ages and to instructors of other content areas.”–Teaching Children Mathematics

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Carpenter, Thomas P; Fennema, Elizabeth; Fuson, Karen; Hiebert, James; Murray, Hanlie; Wearne, Diane
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Thomas P Carpenter; Elizabeth Fennema; Karen Fuson; James Hiebert; Hanlie Murray; Diane Wearne
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Book Description Pearson Education Limited, United Kingdom, 1997. Paperback. Book Condition: New. Language: English . Brand New Book. The air is full of ideas on how to teach maths better. But many of these ideas are single features, such as use manipulatives or ask high-level questions . Other are based solely on intuitions or anecdotal evidence. Making Sense attempts to break new ground by describing a system of instruction that fits together the individual pieces and provides the theoretical arguments and empirical evidence to support the system. It presents several key principles for teaching mathematics for understanding that teachers can use to reflect on their own teaching, make more informed decisions, and develop more effective systems of instruction. Making Sense reflects current research-based ideas on how to design classrooms that help students learn mathematics with understanding. It is based on the author s work in four different research programmes, all of which investigated the effects of specific instructional approaches. Out of their ongoing discussions emerged a consensus about what features are essential and what features are optional, which they share in this book. They also provide glimpses into their individual projects and in the classrooms from which they have drawn many of their ideas. By describing the essential features of classrooms that support students mathematical understanding and by offering pictures of several classrooms that exhibit these features, Making Sense provides a valuable framework within which elementary teachers can reflect on their own practice and think again about what it means to teach for understanding. Bookseller Inventory # AAS9780435071325

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James Hiebert, Thomas P. Carpenter, Elizabeth Fennema
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Book Description Pearson Education Limited, United Kingdom, 1997. Paperback. Book Condition: New. Language: English . Brand New Book. The air is full of ideas on how to teach maths better. But many of these ideas are single features, such as use manipulatives or ask high-level questions . Other are based solely on intuitions or anecdotal evidence. Making Sense attempts to break new ground by describing a system of instruction that fits together the individual pieces and provides the theoretical arguments and empirical evidence to support the system. It presents several key principles for teaching mathematics for understanding that teachers can use to reflect on their own teaching, make more informed decisions, and develop more effective systems of instruction. Making Sense reflects current research-based ideas on how to design classrooms that help students learn mathematics with understanding. It is based on the author s work in four different research programmes, all of which investigated the effects of specific instructional approaches. Out of their ongoing discussions emerged a consensus about what features are essential and what features are optional, which they share in this book. They also provide glimpses into their individual projects and in the classrooms from which they have drawn many of their ideas. By describing the essential features of classrooms that support students mathematical understanding and by offering pictures of several classrooms that exhibit these features, Making Sense provides a valuable framework within which elementary teachers can reflect on their own practice and think again about what it means to teach for understanding. Bookseller Inventory # AAS9780435071325

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